Leituras recomendadas para as Escolas Normais no Brasil e na França (século XIX): transferências culturais e de modelos pedagógicos / Recommended readings for Teacher Training Schools in Brazil and France (19th century): transfers of culture and pedag...

Com o objetivo de contribuir para a democratização da memória escolar no Brasil, em especial, da história da formação de professores primários nas décadas finais do século XIX brasileiro (caso paulista) e francês, apresentam-se, resultados de pesquisas de doutorado, desenvolvidas mediante abordagem histórica centrada na análise da configuração textual de três documentos: 1. lista de livros da caixa nº 1 adquirida por Paulo Bourroul, Diretor da Escola Normal de São Paulo (1882-1884), quando de sua viagem à Paris em 1883; 2. lista de livros contidos no relatório de José Estacio Corrêa de Sá e Benevides, Diretor interino da Escola Normal de São Paulo em 1884; 3. Catalogue des bibliothèques des Écoles Normales (1887), publicados pelo Ministro da Instrução Pública e de Belas Artes da França, Jules Ferry. Constatou-se importantes aspectos da cultura escolar relativos ao “ensinar normalistas a ensinar” leitura e escrita decorrentes das transferências culturais e de modelos pedagógicos na relação/representação Brasil-França.

COST Action Urban Agriculture Europe Training School «Urban agriculture inside the city:alternatives for vacant lots and public space»

The third Training School of the Action took place in Vitoria-Gasteiz (Basque country, Spain) from 24th to 26th September 2014. Vitoria-Gateiz has experimented an important urban outgrowth in the last decade, mainly through the planning and development of two new neighborhoods, Zabalgana and Salburúa, situated at the eastern and western border of the city, by the Greenbelt. These new development are well-equipped and designed according to sustainability principles. Nevertheless, among the main problems they present is their over-dimensioned public space, which creates some areas lacking enough density and mix of uses. On the other hand it is very expensive for the municipality to maintain these public space with the high Vitorian urban standards for public space. The proposed solution for this problem is a strategy of "re-densification" through the insertion of new uses The debate has arisen about which are the most adequate uses to insert in order to get an increasing of urban vitality, specially considering that housing has reached its peak and that Vitoria-Gasteiz is well served with social and sport amenities. The main goal of the TS was to offer an opportunity for the reflection about how urban agriculture might be an optimal alternative for the re-qualifying of this over-dimensioned public space in the new neighbourhoods, especially considering it synergic potential as a tool for production, leisure and landscaping, including the possibility of energy crops within the limits of urban space. Continuity with rural and natural surrounding area through alternatives for urban fringe at the small scale is a relevant issue to be considered as well within the reflection. Taking Zabalgana neighbourhood as a practical field for experiment, the Training School is conceived as a practical and intensive design charrette to be held during a whole day after two days of local knowledge-deepening through field visits and presentations.

Reducing visual deficits caused by refractive errors in school and preschool children: results of a pilot school program in the Andean region of Apurimac, Peru

Background: Refractive error is defined as the inability of the eye to bring parallel rays of light into focus on the retina, resulting in nearsightedness (myopia), farsightedness (Hyperopia) or astigmatism. Uncorrected refractive error in children is associated with increased morbidity and reduced educational opportunities. Vision screening (VS) is a method for identifying children with visual impairment or eye conditions likely to lead to visual impairment. Objective: To analyze the utility of vision screening conducted by teachers and to contribute to a better estimation of the prevalence of childhood refractive errors in Apurimac, Peru. Design: A pilot vision screening program in preschool (Group I) and elementary school children (Group II) was conducted with the participation of 26 trained teachers. Children whose visual acuity was<6/9 [20/30] (Group I) and≤6/9 (Group II) in one or both eyes, measured with the Snellen Tumbling E chart at 6 m, were referred for a comprehensive eye exam. Specificity and positive predictive value to detect refractive error were calculated against clinical examination. Program assessment with participants was conducted to evaluate outcomes and procedures. Results: A total sample of 364 children aged 3–11 were screened; 45 children were examined at Centro Oftalmológico Monseñor Enrique Pelach (COMEP) Eye Hospital. Prevalence of refractive error was 6.2% (Group I) and 6.9% (Group II); specificity of teacher vision screening was 95.8% and 93.0%, while positive predictive value was 59.1% and 47.8% for each group, respectively. Aspects highlighted to improve the program included extending training, increasing parental involvement, and helping referred children to attend the hospital. Conclusion: Prevalence of refractive error in children is significant in the region. Vision screening performed by trained teachers is a valid intervention for early detection of refractive error, including screening of preschool children. Program sustainability and improvements in education and quality of life resulting from childhood vision screening require further research.

The teacher's manual; containing a treatise upon the discipline of the school, and other papers upon the teacher's qualifications and work.

Mode of access: Internet.

Training state and local instructors in the use of NHTSA curriculum package: driver license examiner. Final report.

National Highway Traffic Safety Administration, Washington, D.C.

Principles and techniques of drug recognition expert training. The DRE Instructor Training School student-instructor manual.

National Highway Traffic Safety Administration, Washington, D.C.

The army horseshoer. A manual prepared for the use of students of the training school for farriers and horseshoers by the Training school instructors.

Cover-title: Training school for farriers and horseshoers. The army horseshoer.

The minimum salary schedule and certification--the foundation for a state teacher-training program.

Mode of access: Internet.

Children's literature; a textbook of sources for teachers and teacher-training classes,

Includes bibliographies.

English pedagogy--old and new. 2d series. Education, the school, and the teacher, in English literature.

"Republished from Barnard's American journal of education."

Autumn Training School. Development and Promotion of Open Access to Scientific Information and Research (September 19–20, 2014, Veliko Tarnovo, Bulgaria), organized in the frame of DiPP2014

The autumn training school Development and Promotion of Open Access to Scientific Information and Research is organized in the frame of the Fourth International Conference on Digital Presentation and Preservation of Cultural and Scientific Heritage—DiPP2014 (September 18–21, 2014, Veliko Tarnovo, Bulgaria, http://dipp2014.math.bas.bg/), organized under the UNESCO patronage. The main organiser is the Institute of Mathematics and Informatics, Bulgarian Academy of Sciences with the support of EU project FOSTER (http://www.fosteropenscience.eu/) and the P. R. Slaveykov Regional Public Library in Veliko Tarnovo, Bulgaria.

Conflict and Consonance: Implementing an Evidence-Based Middle School Science Curriculum

This study is to investigate the middle school teachers’ concerns and perspectives during the implementation of an evidence-based curriculum that supports the development of both content knowledge and scientific practices. Two themes emerge from data analysis: consonance and conflict.

Concept maps as a tool to analyze the ideas of teacher training students regarding what to teach on human nutrition in Primary Education

Concept maps are a technique used to obtain a visual representation of a person's ideas about a concept or a set of related concepts. Specifically, in this paper, through a qualitative methodology, we analyze the concept maps proposed by 52 groups of teacher training students in order to find out the characteristics of the maps and the degree of adequacy of the contents with regard to the teaching of human nutrition in the 3rd cycle of primary education. The participants were enrolled in the Teacher Training Degree majoring in Primary Education, and the data collection was carried out through a training activity under the theme of what to teach about Science in Primary School? The results show that the maps are a useful tool for working in teacher education as they allow organizing, synthesizing, and communicating what students know. Moreover, through this work, it has been possible to see that future teachers have acceptable skills for representing the concepts/ideas in a concept map, although the level of adequacy of concepts/ideas about human nutrition and its relations is usually medium or low. These results are a wake-up call for teacher training, both initial and ongoing, because they shows the inability to change priorities as far as the selection of content is concerned.